Grade level Lesson Plan/Linda S. Ruiz. Multiplication Story Problems (54 minutes)

Transcription

1 Grade level Lesson Plan/ Name: Subject Area /Grade level of Lesson Plan: Multiplication Story Problems (54 minutes) Lesson Rationale/Overview: This lesson is designed to review the student s skills with multiplication, using multiplication to solve stories that involve multiples of equal groups. Objectives: Students will be able to: Reinforce multiplication skills recalling multiplication facts with factors Use multiplication /division diagrams to illustrate number stories involving equal groups. Use multiplication/division diagrams to solve and write multiplication number stories. Standards (TEKS): Mathematics, Grade 4. (a) Introduction. (1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 4 are

2 comparing and ordering fractions and decimals, applying multiplication and division, and developing ideas related to congruence and symmetry. (4) Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades3-5, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve meaningful problems as they do mathematics. (b)knowledge and skills. (4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to: (A) model factors and products using arrays and area models; (B) represent multiplication and division situation in picture, word, and number form; (C) recall and apply multiplication facts through 12 x 12; (D) use multiplication to solve problems (no more than two digits times two digits without technology); and

3 (E) use division to solve problems (no more than one-digit divisors and three-digit dividends without technology). (6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. The student is expected to: (A) use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9=81 and 81 divide by 9 =9), and (B) use patterns to multiply by 10 and 100. (14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A) identify the mathematics in everyday situations; (B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop and appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting

4 It out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulative, and technology to solve problems. (15) Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols. Prior Knowledge: Students will have prior experience with multiplication facts through 12x12. Students will have some practice from 3 rd grade level with the skill of solving number stories with groups. Materials/resources, equipment needed: Teacher: Everyday Math Teacher Handbook

5 Elmo Projector Smart Broad Multiplication/division diagrams Subject Area/Grade Level of Lesson Plans: Counters (manipulatives) Note cards Student: Pencils Each group of students will be provided with counters (manipulatives Each group of will be provided with multiplication/division diagrams Each group of students will be provided with note cards Daily Agenda: I will write on the board so that students will know what is going to happen during the lesson plan Multiplication operations and solving number story problems 1.Objectives and standards met: Students represents and uses objects, words with appropriate numbers. Solving whole numbers multiplication and division (taken directly from TEKS cited in lesson).

6 2. What they should be able to show their understanding by the end of the lesson. (a) The use of four operations or patterns of multiple to find the answers. (b)they will be able to break apart and decompose strategies to find the answers. (c) Use mathematical language to describe situations. 3. Major activities for lesson: Will be forming groups of four to work with counter (manipulatives) and write out multiplication/division diagrams. 4. Homework: Have students make up a story number problem in the multiplication/division diagram form to present to the class using one of the operations or strategies. INTRODUCTION: PART 1 :( 2 min.) Teacher: Using the Elmo projector I will talk about the various way or strategies we can solve story number problems. TRANSITION: (3 mins.) Teacher: I will then place students into groups of 4 to do the hands on activity by rearranging seating. Teacher: At this same time when grouping student into four, I will surely team up students who typically struggle with those who can help them complete the task.

7 ACTIVITY 1 (8 mins.) Teacher: First give each group counters (manipulatives) and multiplication/division diagrams and note cards. Teacher: Read math message problem: You have 4 packages of pencils. There are 6 pencils in each package. How many pencils in all? Teacher: I will ask students to write the complete beginning of the math number story message on the note cards. Teacher: After this task, the students will be able to answer any of my questions about the strategies by raising their hands. Students: Should be drawing a picture to represent this number story. (2 mins.) Teacher & Students: Discuss other strategies that can be used to solve number stories. Ask for suggestions and display and use Elmo projector. (3 mins) Teacher: Introduce the multiplication/division diagram. Talk about the correlation between parts and total diagrams from addition (addend + addend = sum) and multiplication/division diagrams (factor x factor = product). (2 min) Teacher: Explain how we solve number stories: the four steps (2 min)

8 ask what you know already and what you want to find out ask what you can do to solve it find the answer check your answer to see if it makes sense Teacher: Complete a number story diagram on the smart board using Elmo projector; model and explain how students should complete theirs. (2 min) Teacher: Pass out diagrams and manipulatives. Explain to students that they will be working with their table, using manipulatives, to complete 2 number stories on one diagram sheet. One story will require them to find the total (with number of groups and number of parts per group given); 2 nd story will require them to find the number of groups (with total and number of parts per group given). Model how student should be working together; helping one another within the group if someone is struggling. Also tell students that they need to agree on what is going to go on the paper before that takes place and assign someone to record the information. (8min). Teacher: Students will be working to complete the number stories and will submit one worksheet per group. I will walk around the classroom complementing student s good work. (5 mins.) Students: Each group will share their solutions. (5 mins.)

9 TRANSITION: (2 minutes): Teacher: Pass out new multiplication/division diagrams to each student. ACTIVITY 2 (8 mins.) Teacher: Explain that students will now have 8 minutes to work by themselves to create 2 number stories with no information provided. Explain to them that they must create 2 number stories, illustrate them and solve them. TRANSITION: (2 mins.) Teacher/Students: Collect manipulatives and group diagrams and pass out 2 new multiplication/division diagram form. CONCLUSION: Teacher: Tell students homework assignment is to write another new story number story applying same techniques or strategies they did today. Those who write 2 complete new multiplication/division diagrams to present to the class the next day will get a free homework voucher that can be used on any other future homework assignments. The voucher can only be used once. Assessment:

10 I will be able to see whether or not they can use multiplication to solve and write number stories (reach the goal of the objectives) based on if and how they completed the worksheet. I will be looking for a minimum of one correct story, but I am hoping and expecting all two to be correct. Subject Area /Grade Level of Lesson Plan: Summative: Students will be tested at the end of the chapter.

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